Text Processing and Feedback
What Have We Learned
Bibliographic Data
| ID | 13660746 |
|---|---|
| Authors | Philip Langer (University of Colorado System, corresponding author), Verne Keenan (University of Colorado System) |
| Year | 2000 |
| Volume | 87 |
| Issue | 2 |
| Pages | 406-412 |
| Publication date | 2000-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.2000.87.2.406 |
| PMID | 11086584 |
| OpenAlex | W2082029960 |
| Language | EN |
| References cited | 20 |
In studies on the effects of feedback on text comprehension, it was determined that text content interacts differentially with the feedback provided. Specifically, the types of memorial representations sought must be considered in terms of type of text, feedback timing, frequency, and modality
Cognitive psychology · Comprehension · Feedback regulation · Mathematics education · Modality (human–computer interaction · Natural language processing · Programming language · Applied Psychology · Artificial Intelligence · Communication · Computer Science · Educational Strategies and Epistemologies · Language, Metaphor, and Cognition · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Social Psychology
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
Sentence memory
Discourse Comprehension
The role of knowledge in discourse comprehension
A Text Synthesis Approach to Feedback
Assisting Text Processing
Memorial Representations as a Product of Feedback and Text Variants
Text Cueing and Comprehension
Working‐memory capacity and the use of elaborative inferences in text comprehension
| Highly cited | No |
|---|